ViHeatHeatheh Designing and Assessing Learning Outcomes for Co-curricular Sustainability Programs AASHE Conference: October 27, 2014 Heather Spalding,

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Presentation transcript:

ViHeatHeatheh Designing and Assessing Learning Outcomes for Co-curricular Sustainability Programs AASHE Conference: October 27, 2014 Heather Spalding, Sustainability Leadership and Outreach Coordinator Dilafruz Williams, Professor, Leadership for Sustainability Education Vicki Wise, Director, Assessment and Research, Enrollment Management and Student Affairs

Agenda Introductions Transformative learning outside the classroom PSU case study Creating outcomes Assessing learning Group activity Q & A

What are Co-Curricular Programs? What are examples of your activities and programs? What is the value to the student?

PSU: Case Study 29,000 students Urban, downtown campus Non-traditional campus “Let Knowledge serve the city” Sustainability central to mission

Sustainability Leadership Center “An accessible hub that integrates sustainability with the student experience through transformational learning opportunities” Core Programs Sustainability Volunteer Program Student Sustainability leadership Council EcoReps Internships and paid positions More… Example Activities Events Workshops Retreats Discussion courses

The Value of Co-Curricular Programs “Learning, development and identity...are interactive and shape each other as they evolve”. For transformative learning to occur, students must: 1) enter a state of relaxed alertness 2) participate in an orchestrated immersion in a complex experience around the subject 3) engage in active processing or reflection about the experience Co-curriculars help students derive meaning from their life experiences. (Keeling 2006)

How do we know it is a transformative experience? This idea of a fundamental change in perspective or frame of reference (King, 2002) is at the heart of transformative learning. When someone undergoes such a change, [they have] in essence, “transformed” [their] view of self or of the world or of how [they] interact with others and [their] environment. (King 2002)

What is a Learning Outcome (LO)? The knowledge, skills, and abilities that students have attained as a result of their involvement in a particular set of educational experiences. ( Shuh and Upcraft 2001)

Benefits of Measuring Learning Outcomes Organization To align program content and delivery with larger mission, vision and values To generate evidence to guide decision making and strategic planning To justify our resource use, we need to know our impact Students To transform and advance student learning, we need to know what works To empower and give voice to students To improve the effectiveness of our programs and services

Learning Outcomes Design Process Winter 2010Summer 2011Fall 2011Spring EMSA Institutional Assessment Priority Research and Collaborative Brainstorm Student Staff Feedback; Create and Distribute Survey Analyze Data; Refine Programs Additional Background Research

Principles for Designing LOs 1.Use the design process as a learning experience 2.Convene a working group 3.Clarify purpose in designing learning outcomes 4.Begin with what is already known 5.Align to institutional goals and vision 6.Find common themes across a variety of sources 7.Compile competencies 8.Consider stages of identity development

What are some qualities of a student leader?

What are some qualities of a sustainability leader?

Background Research Change Agent Abilities (ACPA) National standards for student leadership programs (CAS) Relational Leadership Model (Komives) The Five Ecoliterate Practices (Center for Ecoliteracy) * See handout for detailed information

Example learning activities Social Sustainability Month Garden Task Force Meeting with Campus Planners

Assessment Practice (EMSA Portland State, 2014)

Assessment activities Journaling and written reflection Artistic reflection Mid-term reflections Photos Legacy projects & transition binders Pre- & post-surveys

Activity Reflect on assessment of learning outcomes in your student leadership programs. In pairs, discuss: 1. How are you currently measuring the impact of your programs and activities on student learning? 2. How can today’s workshop help you strengthen your student programs and activities?

References Assessment Planning and Practice (2014). Portland State Enrollment Management & Student Affairs. Council for the Advancement of Standards in Higher Education – CAS (2003). The role of student leadership programs: CAS standards contextual statement. ADCB25F2A9FE7A70http:// ADCB25F2A9FE7A70 Center for Ecoliteracy (2012). The five ecoliterate practices. Retrieved from ecoliterate-practiceshttp:// ecoliterate-practices Keeling, R. P. (Ed.). (2006). Learning reconsidered 2: A practical guide to implementing a campus-wide focus on the student experience. Washington, D.C.: NASPA. King, K. P. (2002). A journey of transformation: A model of educators’ learning experiences in educational technology. In J. M. Pettit & R. P. Francis (Eds.). Proceedings of the 43rd Annual Adult Education Research Conference, (pp ). Available: Komives, S, Lucas, N., & McMahon, T. (1998). Exploring leadership: For college students who want to make a difference. San Francisco: Jossey-Bass. Task Force on Sustainability Change Agent Skills (2014). ACPA-College student educators international.

Contact Us: Heather Spalding: Dilafruz Williams: Vicki Wise: